A Study on the Washback Effect of HSK on International Chinese Language Education
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| Title: | A Study on the Washback Effect of HSK on International Chinese Language Education |
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| Language: | English |
| Authors: | Ying Li (ORCID |
| Source: | SAGE Open. 2025 15(3). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Chinese, Language Tests, Second Language Instruction, Foreign Students, Language Teachers, Foreign Countries, College Students |
| Geographic Terms: | China |
| DOI: | 10.1177/21582440251363774 |
| ISSN: | 2158-2440 |
| Abstract: | The Chinese Proficiency Test or "Hanyu Shuiping Kaoshi" (HSK) significantly influences International Chinese Language Education (ICLE). The washback effect of the HSK has received less attention in earlier research studies. This study applied a mixed-methods research design to examine the HSK washback effect on ICLE in relation to value, intensity, length, specificity, and intentionality. It involves questionnaires, classroom observations, and interviews with international Chinese language teachers and international students as research subjects. The study reveals that HSK has a strong positive effect in terms of value and intensity. The effects occur both before and after the test for some time. The specificity of the washback effects is reflected in teachers' teaching contents, methods, and attitudes, as well as students' learning contents, methods, and attitudes; and in terms of intentionality. The design of HSK has been partially executed, but it produced unexpected consequences. To optimize the positive washback effects of HSK, this study offers practical recommendations for international Chinese language teaching and learning. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486913 |
| Database: | ERIC |
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